November 16, 2016
|
by Maggie Knutson

Lesson plan

Making Predictions Lesson

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EL Adjustments
Grade

Students will be able to practice making predictions and support their thinking with evidence from the text.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(10 minutes)
  • Tell your students that you are going to be playing a quick game that involves making predictions. Explain that you are going to re-enter the room and provide clues as to what you are going to do next. They are to make a prediction about what will happen next.
  • Re-enter the classroom and go directly to pick up your class read-aloud (or any book that you might read to them), put on reading glasses (if you have them), and situate a stool or chair that you might use for read aloud time. Then stop and ask your students to predict what you are going to do next (read aloud). Ask them to provide observations or clues that support their prediction.
  • Here’s another idea if that one doesn’t fit your environment: Re-enter the room. Get a kickball (or other playground equipment) from your storage area, get your whistle and/or room key and put on your coat. Have the class make a prediction about what might happen next and support it with evidence.
  • If neither of those work, come up with a scenario or two that fit your class routine/culture. You could act as if you are getting ready to administer a test, do a craft, or something similar. Again, have students make a guess based on evidence and share.
  • OPTION: Have students do the re-entering role.
  • Explain that, as readers, we can use clues to predict what is going to happen in the story. It doesn’t really matter whether your prediction is correct or not. What’s important is that you are paying attention to the clues and thinking about what might happen next. Doing this will help you understand the story and get more enjoyment out of reading. Tell them that in this lesson, they will practice using clues to make predictions.
(10 minutes)
  • Project the examples on the worksheet titled “Learning to Make Predictions.”
  • Model reading the first example to the class, thinking aloud about your prediction and evidence.
  • Go over the next example as a class, making sure to emphasize that students note the evidence that they used to make their prediction.
  • Read each of the remaining examples as a class and then have students discuss their predictions and evidence in pairs or small groups.
  • Have groups or pairs report their thinking to the large group. Discuss as needed.
(10 minutes)
  • Distribute the worksheet titled “Matching Predictions.” Go over the instructions and the example, then have students complete the exercises in pairs.

  • When they are finished, have students review their work together (in groups) or as a whole class. Encourage students to share why they selected their predictions. Discuss any questions.
(20 minutes)
  • Instruct students to prepare for 20 minutes of focused independent reading time. They should take out a book at their independent reading level.
  • Distribute the worksheet titled “Making Predictions During Independent Reading” and ask students to have a pen or pencil handy.
  • Explain that students will be practicing the skill of predicting during their independent reading time and documenting their thinking on the sheet provided.
  • Have students write the title of the book they will be reading and note where they are starting to read.
  • Read the directions provided on the worksheet together and then set a timer for 20 minutes. Have students begin to read.

Support

  • During the independent reading exercise, gather struggling readers in a separate group and do the activity together with a shared text at an accessible reading level.

Enrichment

  • Have students practice writing passages for their peers to read and make predictions. See worksheet “Writing Passages and Making Predictions”.
(5 minutes)
  • Use a checklist to determine whether students were able to note predictions, provide evidence, and assess their predictions.
  • Give students an index card for an exit ticket. Have them write a prediction about something in their life, and have them include a sentence with evidence.
(5 minutes)
  • After 20 minutes of reading time has elapsed, have students share some of the observations they made during this exercise. They can share predictions and whether they were correct, or they can share what it felt like to pay attention to their thinking and note predictions as they read.

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